Goal of the Lesson: The goal of this lesson is for students to identify the use of figurative language elements in children’s literature.
Academic Foundations/Standards or Benchmarks: Virginia Standards of Learning Objectives
- 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. j) Identify and analyze an author’s use of figurative language.
- 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. d) Describe the impact of word choice, imagery, and literary devices including figurative language.
- 8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author’s use of figurative language.
Resources, Equipment and Materials:
- Jigsaw puzzle pieces (numbered and color coded)
- Instructions for online anticipation guide
- Copies of graphic organizer
- Technology:
- LCD Projector
- Document Camera
- Resources: Online anticipation game
- Audio Books as listed below:
- Burton, V. L. (1977). Mike Mulligan and his steam shovel. Boston, MA: Houghton Mifflin Harcourt.
- Dr. Seuss Enterprisers. (1970). Mr. Brown can moo! Can you? New York, NY: Random House.
- Silverstein, S. (1964). Giving Tree. New York, NY: Harper Collins Publishers.
- Wood, A. (1982). Quick as a cricket. Auburn, MN: Child’s Play. Auburn, MN.
Motivator: (Day 1) – (15 minutes)
Closure: After Reading Activity (Day 2): 5 minutes
- Before Reading Activity – Pre-ready Strategy: Jigsaw
- Students will be given a jigsaw puzzle piece which was numbered and color coded.
- Students will be asked to assemble into small groups based on colors
- The teacher will use the LCD projector to project the web page containing the activity instructions and the link to the online anticipation game.
- Each group will review and complete the online anticipation game to arouse curiosity and to activate prior knowledge (Vacca, Vacca, & Mraz, 2014, p. 187).
- During Reading Activity (Day 1) 30 minutes: Jigsaw
- Students will be asked to assemble into small groups based on numbers.
- Each group will read the children’s literature books with the assistance of audio technology, and they will answer the question answer relationship questions, and they will identify the figurative language elements.
Closure: After Reading Activity (Day 2): 5 minutes
- Students will return to their color coded groups and replay the anticipation game in attempt to earn a higher score.